OP SIENNA SYSTEM CONSENSUS MAP

SUBJECT AREA: MATHEMATICS

GRADE LEVEL: GRADE 8
Content Performance Formation Unit EQ(s) &/or EU(s) Knowledge Skills Performance Task
Unit No. Standard Standard Standard Exit Level Action
(No. of Transfer Goal Goal The student will At the end of the At the end of the
Meeting At the end At the end of At the end (Graduate continue to explore unit, the unit, the
s) of the unit, the unit, the of the unit, Attribute) At the the answer to…/ SWBAT know… students will be
the SWBAT… the end of The student will skilled at…
SWBAT… SWBAT… At the end of the understand
the unit, the unit, that…
SWBAT… the
SWBAT
…

demonstrate formulate real-life simplify tedious work The students will continue  the different forms  finding the special A.) G.R.A.S.P.S
understanding of problems involving The learner will by using patterns, to explore the answer to… of polynomials products and factors of
key concepts of factors of become a: rules, observations, or  Why are patterns which can be polynomials; Goal: Your group’s task is to
factors of polynomials, rational methodologies; important in life? factored;  factoring completely design a floor plan for a floor
polynomials; algebraic TRUTH deal with real-life  How useful are rational  the patterns to use different types of area whose dimension is x
rational algebraic expressions, linear SEEKER situations that can be algebraic expressions? in getting the polynomials; meter by y meter.
expressions; linear equations and modeled and solved  What are some real-life factors of  solving real-world
First equations and inequalities in two -Can contextualize by manipulating applications of linear polynomials; problems involving Role: The individual role of
Quarter inequalities in two variables, system of learning in their equations that contain equations in two  rational algebraic polynomials and their each member of the group are
variables; system of linear equations and personal and real- rational algebraic variables? expressions; factors; as follows:
linear equations inequalities in two life experiences expressions;  complex rational  simplifying rational 1.) An architect whose
and inequalities in variables and linear -Capable of approximate the The students will expressions; algebraic expressions; task is to design a
two variables; and functions, and solve making moral behavior of understand that...  Cartesian  multiplying and floor plan for a family
linear functions. these problems decisions something in the real  Patterns, rules, coordinate system; dividing rational of 5.
accurately using a -Shows discipline world or in their observations, or  graphs of linear algebraic expressions; 2.) An interior design
variety of strategies. and responsibility daily-life situations methodologies facilitate equations in two  adding and subtracting who will suggest the
with ease and full the solutions to real-life variables; rational algebraic best design for the
understanding using problems.  slope of a line; expressions; project.
 Rational algebraic 3.) A feng shui expert
the key concepts of  forms of the  simplifying complex
linear equations in expressions are extremely equation of a line; who will suggest the
rational expressions;
two variables; and luckiest position for
useful applications of  equations involving  solving problems
 appropriately choose algebra not only in other absolute value; especially real-life
important part of the
the methods to be branches of mathematics  linear Equations in floor area.
problems involving
used in different but also in dealing with two variables; rational algebraic
applications of system real-life problems. Audience: The target audience
 system of linear expression;
is the members of the low-cost
of linear equations  Linear equations are equations in two  plotting points on the
either in mathematics everywhere: banking, housing developers.
variables; coordinate plane;
or in real life. surveying, flight, teaching,  which system of  graphing linear
carpentry, automobile Situation: The challenge
linear equations equations in two involves designing a floor
distance/mileage, have graphs that are variables;
engineering, plan. One of the primary
parallel,  finding the slope of a
 programming, business,
decision making or
anything that deals with
approximation.
intersecting, and line given two points, functions of an architect is to
coinciding. equation, and graph; make a floor design. In
 writing linear equations designing floor plan, it is
ax+by=c in the form important to maximize
y=mx+b, and vice available space to make it
versa; functional, convenient, and
 finding the equation of a pleasing to the eyes. You need
line; to design a floor plan. The plan
 solving problems should include a master’s
involving linear bedroom, a kitchen, a living
equations in two room, and other necessary
variables; amenities. You are given a
 graphing systems of floor area of dimensions x by
linear equations; y. you have to express the
 solving systems of dimensions of all the area in
linear equations in two terms of x and y.
variables by graphing,
substitution, and Product: Your group needs to
elimination. present a floor plan for the
given area whose dimensions
are x and y, and present orally
the product to the members of
the low-cost housing
developers.

Standard for Success:

Content, Accuracy, Language,
Organization

demonstrate key formulate and solve  appropriately choose The students will continue  linear inequalities  graphing system of A.) G.R.A.S.P.S
concepts of linear accurately real-life the methods to be to explore the answer to… in two variables; linear inequalities in
inequalities in two problems involving used in different  Why are systems of linear  systems of linear two variables; Goal: Your task is to use
variables, systems linear inequalities in applications of inequalities so important? inequalities in two  solving systems of systems of linear equations in
of linear two variables, systems of linear  How important are linear variables; linear inequalities in solving real-life problems.
inequalities in two systems of linear inequalities either in functions and their  relation and two variables by
variables and linear inequalities in two mathematics or in real graphs? functions; graphing; Role: You are an air traffic
functions. variables, and linear life;  When is an argument  linear function;  verifying if a given controller required to report
functions.  represent real-world effective?  domain and range relation is a function; the positions of several
relationships by  How important is a of a linear function;  determining dependent airplanes coming in and going
SECOND showing the changes thorough investigation in  slope of a line; and independent out of the airport.
QUARTE or trends of the making proofs?  x and y intercepts; variables;
R Audience: The target audience
graphs of linear  characteristics of  finding domain and the
functions to come up The students will range of a function; is the military tribunal who
the graphs of linear
with good decisions; understand that...  illustrating a linear will listen to your expertise.
functions;
and
  make wise decisions  Systems of linear
in life based on logic inequalities is one of the
and evidence. fundamental concept in
linear algebra and of
immense importance in
mathematics and its
applications to areas of
physical sciences,
economics, engineering,
computer science, and
many more.
 The enormous practical
applications of linear
functions deal specifically
with the representation of
real-world relationships.
 Graphs of linear functions
show trends which help
them predict outcomes
and make decisions.
 An effective argument
must be based on true
evidence or reasons.
 forms of the function using its point, Situation: You were invited as
equation of a line; equation, and graph; a resource speaker in an
 the zero or the  identifying domain and investigation being conducted
solution of a linear range of a linear by a military tribunal.
function; function;
 hypothesis and  graphing linear Product: Presentation of
conclusion of if- functions; mathematical computation for
then and other  solving problems the different situations under
types of statements; involving linear investigation by the tribunal.
 the different types functions;
of reasoning;  formulating the inverse, Standard for Success: The
 direct and indirect converse, and contra- presentation of the
proof; positive of an mathematical computation
 the need for defined implication; and must be…
terms and the need  providing formal  clear and accurate supported
to formally define arguments as a series of by the key concepts of
all terms previously statements that make up systems linear equations;
introduced; and a proof. and
 postulates and  relevant to the investigation
theorems. being conducted by the
tribunal.
(rubrics, see pg. 127)

demonstrate  is able to  recognize the uses of The students will continue  conditions for applying the triangle A.) G.R.A.S.P.S
understanding of formulate an congruence between to explore the answer to… triangle congruence postulates
key concepts of organized plan to triangles in their  Why do we need to study congruence; and theorems to prove Goal: To look for a different
axiomatic structure handle a real-life daily-life experiences; congruent triangles?  overlapping statements on method of making a draft
of geometry and situation.  deal with daily-life  When do we use triangles; congruence; which will be much easier to
triangle  is able to situations in school, at inequalities in triangles?  congruence in proving and applying use than the conventional way
congruence. communicate home, and in the  Why do you need parallel isosceles and right theorems on bisectors of drafting (pencils and sheets
mathematical community which lines and perpendicular triangles; and proving and applying of drawing paper).
thinking with involve inequalities in lines in real-life  theorems on the theorems on triangle
coherence and triangles; situations? bisectors and inequalities to Role: You are a student who
THIRD clarity in  see how things at  How are different perpendicular lines. determine possible needs to produce a computer
QUARTE formulating, home, in school, and quadrilaterals helpful to measures for the angles aided-design (CAD) drawing
R investigating, in the community us? and sides of triangles, from an available software and
analyzing, and work well because of and justify claims about use it in making an
solving real-life the key concepts of The students will the unequal architectural draft. You need to
problems parallel and understand that... relationships between convince your teacher and
involving perpendicular lines;  Congruence between side and angle classmates how fulfilling and
congruent and triangles can be proven measures; and advantageous the use of CAD
triangles using  appropriately choose using definitions,  applying the theorems is in making draft.
appropriate and the properties of properties, and on triangle inequalities
accurate quadrilaterals needed congruence postulates and to prove results Audience: The target audience
representations in a particular theorems; and congruent involving triangle is your teacher and classmates
in the drafting class.
 situation at home at triangles are not only used inequalities.
school, and in the in constructions but also Situation: You are a student in
community. in other fields like in the drafting class who wants to
management, farming, move away with the
computer jobs, conventional method of
architecture, surveying, making a draft by using CAD
engineering, drafting, instead of using sheets of
physical science, drawing paper and pencil.
astronomy, and a lot more;
 Inequalities and Product: An architectural
relationships within a draft using CAD to be
triangle can be used to presented to the teacher and
reveal information about classmates in the drafting
triangle sides and angles; class.
and can be used also by
construction workers, Standards for Success: The
computer software architectural draft using CAD
engineers, to be presented must be…
mathematicians,  Accurate and precise,
statisticians, architects, supported by the key
engineers, drafters, concepts of congruent
technicians, biological triangles, inequalities in
scientists, economists, and triangles, parallel and
even people dealing with perpendicular lines, and
arts and design; quadrilaterals, and
 One learns how to use  Simple and convenient.
math and logic using the
concepts of parallel and (rubrics, pg 299)
perpendicular lines and
without knowing it, lots of
people are using these in
their field of work; and
 From ancient times,
properties of different
quadrilaterals have been
used and even today, there
are few daily-life
situations which do not
make use of the key
concepts of quadrilaterals.

 demonstrate  is able to  deal with daily-life The students will continue  theorems on  proving and applying A.) G.R.A.S.P.S
understanding of communicate situations in school, at to explore the answer to… triangle the theorems on triangle
key concepts of mathematical home, and in the  When do we use inequalities; inequalities to Goal: You are going to use the
inequalities in a thinking with community which inequalities in triangles?  theorems on determine possible mathematics of probability to
triangle, and coherence and involve inequalities in  How do we get the parallel lines cut by measures for the angle get a bigger chance of success
FOURTH parallel and quality in triangles; probability of an event? a transversal; and sides of triangles in your business plans.
QUARTE perpendicular formulating,  see how things at  When can we use  the definitions of and justify claims about
R lines; and investigating, the unequal Role: You are a small business
 demonstrates analyzing and home, in school, and probability in life? experiment, relationships between owner who is planning to
understanding of solving real-life in the community outcome, sample sides and angles venture in a much bigger
key concepts of problems work well because of The students will space, and event; measures. business. You need to prepare
probability involving triangle the key concepts of understand that...  probability of an  applying the theorems a written report on the most
inequalities, and parallel and  Probability of an event event; and on triangles inequalities probable outcome(s) of the
parallelism and perpendicular lines; can be determined using  experimental to prove results business you wanted to
perpendicularity and the experimental probability and involving triangle venture at and present it to the
of lines using  deal with daily-life probability and theoretical theoretical inequalities; group.
appropriate and situations at home, at probability; and probability.  proving properties of
accurate school, and in the  Probability concepts are parallel lines cut by a Audience: The target audience
representations; community which applied to various fields of transversal. is a group of small business
and involve the basic human activities like  interpreting the meaning owners who can be your
 is able to concepts of sports and games, politics, of the probability of an business partners.
formulate and probability. finance, business, event;
solve practical forecasting, physical  counting the number of Situation: Another significant
problems sciences and medicine. occurrences of an application of probability
involving outcome in an theory in everyday life is in
probability of experiment and business. As a small business
simple events organizing them using a owner, you may act on
table, tree diagram, hunches, guesses, and
systematic listing, and instincts. After such actions,
the fundamental you might even say you
counting principle; thought a certain outcome was
 solving simple problems “probable”. However, the
involving probabilities mathematics of probability has
of events. rules that you can use in a
much more disciplined way
than guesswork to predict
possible outcomes for your
business plans.

Product: A written report on

the probable outcomes of the
business to be presented to the
group.

Standards for Success: The

written report to be presented
must be…
 accurate, reflective of the
true situations or trends of
the business
 convincing, supported with
the mathematics of
probability.

(rubrics, pg. 413)